NOTE:
Asterisks (*) have been used to identify standards and objectives that must be
assessed by the
local school district. All other skills may be assessed by the Oklahoma School
Testing Program
(OSTP).
Book icons (
)
identify Information Literacy skills. Students are best served when these are
taught in collaboration and cooperation between the classroom teacher and the
library media
specialist.
Standard 2: The student will analyze the regions of the United States from
a spatial perspective.
2.3
Construct and use maps of the regions of the United States, the continents, and
the world to demonstrate understanding of relative location, direction,
latitude, longitude, scale, size, and shape, using appropriate geographic
vocabulary, tools, and technologies.
2.4
Locate on a map and identify the states, their capitals, and major metropolitan
centers of the United States by region (e.g., New York City, Los Angeles,
Dallas, and Miami).
Standard 3: The student will examine the unique and common features of the
physical systems of the regions of the United States.
3.1
Identify the major landforms and bodies of water of the United States.
Standard 4: The student will describe the human systems (e.g., migrations,
settlements, cultural mosaics, and economic interdependence) identified with the
major regions of the United States, including human interactions with the
environment.
4.2
Explain how people are influenced by, adapt to, and alter their environment,
including agricultural efforts, housing, occupations, industries,
transportation, and communication.
4.4
Describe the development of economic specialization in each region of the United
States, including examples of interdependence among regions and connections to
global trade.
4.5 Describe the causes of movement of large groups of people into the United
States from other countries and within the United States now and long ago.
Standard 3: The student will examine the unique and common features of the
physical systems of the regions of the United States.
3.2
Compare and contrast the vegetation, climate, and spatial distribution of
natural resources of the regions.
Standard 4: The student will describe the human systems (e.g., migrations,
settlements, cultural mosaics, and economic interdependence) identified with the
major regions of the United States, including human interaction with the
environment.
4.1
Compare and contrast the human characteristics of early and contemporary human
settlements in the regions of the United States.
4.3
Describe how people attempt to resolve geographic challenges (e.g., bridges,
dams, tunnels, irrigation systems, and landfills).
Standard 5: The student will demonstrate an understanding of the
unique features which contributed to the settlement of the state of Oklahoma.
5.2
Describe major events of Oklahoma’s past, such as settlements by Native
Americans, cattle drives, land runs, statehood, and the discovery of oil.
5.4
Identify state and local governing bodies (e.g., the state legislature and city
councils) and officials (e.g., governor and mayors) that make laws and carry out
laws, with an emphasis on civic participation (e.g., the importance of studying
the issues and voting).
Standard 1: The student will develop and practice the process skills
of social studies.
1.2
Construct timelines of events in the development of the regions of the United
States.
Standard 3: The student will examine the unique and common features of the
physical systems of the regions of the United States.
3.3
Analyze how the major physical features (e.g., landforms and bodies of water)
were formed and continue to change.
Standard 5: The student will demonstrate an understanding of the
unique features which contributed to the settlement of the state of Oklahoma.
5.1
Identify major historical individuals, entrepreneurs, and groups, and describe
their major contributions (e.g., Sequoyah, the Boomers and the Sooners, and
Frank Phillips).
5.3
Analyze the use of Oklahoma’s natural resources (e.g., salt, bison, oil, coal,
timber and sod) by early visitors and settlers.
5.5
Develop and understanding of and an appreciation for the cultural diversity of
his or her community by examining the historical and contemporary racial,
ethnic, and cultural groups of the area.
Standard 1: The student will develop and practice the process skills
of social studies.
1.1
Demonstrate the ability to utilize research materials, such as encyclopedias,
almanacs, atlases, newspapers, photographs, visual images, and computer-based
technologies.
1.3
Identify and give examples of different perspectives and point of view (e.g., in
the media, political commercials, advertisements, and literature).
Standard 2: The student will analyze the regions of the United States from a
spatial perspective.
2.1 Interpret geographic information using primary and secondary
sources, atlases, charts, graphs, and visual images.
2.2 Identify, use, and interpret basic political, physical, and thematic maps
and globes.